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Developing Computer Use in Education: Guidelines, Trends and Issues, by Jonathan Anderson, Narong Boonme, H.N

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Developing Computer Use in Education: Guidelines, Trends and Issues, by Jonathan Anderson, Narong Boonme, H.N DOCUMENT RESUME ED 278 356 IR 012 416 AUTHOR Anderson, Jonathan; And Others TITLE Developihg Computer Use in Education:Guidelines, Trends and Issues. INSTITUTION United Nations Educational, Scientific,and Cultural Organization, Bangkok (Thailand). RegionalOffice for Education in Asia and the Pacific. REPORT NO BKAM/86/M/83-1200 PUB DATE 86 NOTE 128p.; Report based on discussions heldat an Experts Planning Meeting on the Use ofComputers in Education (Bangkok, Thailand, December 2-7, 1985). PUB TYPE Guides - Non-Classroom Use (055)-- Viewpoints (120) -- Reports - Evaluative/Feasibility (142) EDRS PRICE MF01 Plus Postage. PC Not Availablefrom EDRS. DESCRIPTORS Computer Assisted Instruction; *Computer Literacy! Cbmputer Software; *Computer Uses in Education; Curriculum Development; Developed Nations; *Developing Nations; *Educational Trends;Foreign Countries; Guidelines; Inservice TeacherEducation; *Microcomputers; *Policy Formation; Preservice Teacher Education; Technological Advancement IDENTIFIERS *Asia Pacific Region ABSTRACT Designed to provide educational policy-makersand decision-makers with a basis for the developmentof guidelines for the development of educationprograms, this report presents an overview of trends and issues in computereducation within the countries of the Asia and Pacific region.The impact of computerson society is described, as wellas the more recent impact of the microcomputer on classrooms in the region.Likely future developments in computing are than discussed, togetherwith the need for research on the effectiveness of computer instruction and howbest to introduce computer use in education. Policy issuesconsidered include the relationship of schools to society; equityof access to information; security and privacy; ergonomicand health factors; and computer awareness in the broader community. Hardwareconsiderations are also discussed, including evaluation and selection;costs; site preparation; maintenance; local requirements;special features; and insurance. Various instructional andmanagement applications of computers and the need for the development ofappropriate software are considered, as well as the need for both preserviceand inservice education for teachers. Curriculum requirementsat the school level, postsecondary or tertiary level, and for nonformal educationare also examined. Discussion of key issues to beconsidered in 3eveloping a national policy on computer education andan examination of new demands being made om literacy teaching concludethe report. Twenty-five references anda glossary of computer terms are appended. (KM) osmirmastOf ONCATION = Office ot Educational Research and Improvemerii EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ithis document has been reproduced as received from the person or organization originating 0 Minor changes have been made to Improve reproductiOn quality Points of view of opinions stated in this docu mint do hot rtimossivIly represent officiul OERI position or policy - "PERMISSION TO REPRODUCE THIS _ MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY Maria iao Sunthara TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." _ Unesco. Regional Office for Education in Asia and the Pacific. Developing computer use in education: guidelines, trends and issues, by Jonathan Anderson, Narong Boonme, H.N. Mahabala, FL Nishinosono [and] E. Teodoro. Bangkok, 1986. 116 p. (Asia and the Pacific Programme of Educational Innovation for Development) A report of the "Expert Planning Meeting on Use of Computer in Education", Bangkok, 2-7 December 1985. 1. COMPUTER-ASSISTED INSTRUCTION ASIA/PACIFIC. 2. COMPUTER EDUCATION ASIA/PACIFIC. I. Expert Planning Meeting on Use of Computer in Education, Bangkok, 2-7 December 1985. II. Author analytics. III. Title. IV. Series. 371.394 45 651.84 arElp Asia and the Pacific Programme of Educational Innovation for Development OEUELOP1116 COMPUTERUSE lii EOUChT1011 Guidelines, trends end issues Jonathan Anderson, Australia Narong Boonme, Thailand H.N. Mahabala, India H. Nishinosono, Japan E. Teodoro, Philippines rl00.0°°°°'.. Unesco Regional Office for Education in Asia and the Pacific Bangkok, 1986 Published by the Unesco Regional Office for Education in Asia and the Pacific P.O. Box 1425, General Post Office Bangkok 10500, Thailand Unesco 1986 Printed in Thailand The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoeveron the part of Unesco concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. 5 AA I&A MO_ 4 OIMA PREFACE Following the recommendations of the 8thRegional ConsultationMeetingontheAsiaandthePacific ProgrammeofEducationalInnovationforDevelopment (APEID), held in Ma-:ch 1983,relating to Information, Communication Support and Functioning ofthe APEID network,an Experts Planning Meeting on the Use of Computers in Education was held in Bangkokfrom 2 - 7 December 1985 addressingitselftothe following objectives: 1. Review current experiences and trends in the use of computers in education; 2. Analyse likely future developments in the use of computers at all levels of education; and 3. Prepare suggestions for regional activities, and guidelines for the introduction/expansion of computeruse in education and the development of computer literacy. This Meeting was built on the outcomes ofthe Third Asian Seminar on Educational Technology,organized by the Japan Council of EducationalTechnology Centres in collaborationwiththeUnescoRegionalOfficefor Education inAsia and the Pacific(ROEAP), heldin Tokyo from25September to 2 October1984. This served asa consultation meeting of specialistson the applications of data processingas it relates to the use of computers in education. The Experts Planning Meetingwas attended by the following five specialists who hadalso participated in the Third Asian Seminar on Educational Technologyreferred to above: Professor Jonathan Anderson School of Education The Flinders University of South Australia Bedford Park, Australia Professor Hosakere N. Mahabala Department of Computer Science and Engineering Indian Institute of Technology Madras, India Professor Haruo Nishinosono Chairman Japan Council of Educational Technology Centres Tokyo, Japan Ms. Emma Teodoro Director College of Computer Studies De La Salle University Manila, Philippines Dr. Narong Boonnie Head of Educational Management Information Centre Ministry of Education Bangkok, Thailand The Unesco Secretariat participating in the Meeting included the following staff members of Unesco ROEAP, Bangkok: Mr Bruce Cahill, Mr A. Dyankov, Mr S. Chu, and Mr J. de Spiegeleer. Theparticipantsreviewedtheexperiencesand current trends in the use of computers in education, considering the likely future applications of computers at alllevelsof education,both inthe teaching/learning process and in educational planning and management. Newlydevelopedcomputersoftware,aswellas video tapes showing computer utilization in classroom and other situations, were brought and demonstrated by the participants of the Meeting. The participantsformulated some suggestionsfor future regional activities, and also prepared collectively some guidelines for the introduction and/or expansion of computer use in education and for the development of computerliteracy; which were compiled, further developed and edited by Prof. Jonathan Anderson. CONTENTS 1. INTRODUCTION Chapter overview 1 Scope and purpose 1 Impact of computers in education 3 Educational computing in theregion 5 Explanation of terms 7 2. CURRENT AND FUTURE DEVELOPMENTSIN EDUCATIONAL COMPUTING Chapter overview 9 The current scene 10 Looking ahead 12 Likely future developments 13 Computers and communication 14 Educational CAI, CBL and CBT 15 Video technology 16 Teachers and computers 16 The need for research 17 Adaptation to local languages 17 3. POLICY ISSUES Chapter overview 21 Areas of national policy 24 Computer technology, schools andsociety 25 Equity of access to informationservices 26 Equity and the needs of specialgroups 27 Levels of education to receivepriority 29 Obsolescence of equipment 30 Suitability of software 32 Security and privacy 32 Ergonomic and health considerations 33 Computers for mEnagement 34 Computer awareness in the widercommunity 35 Promotion of domestic industries 36 The role of professionalorganizations 38 CONTENTS (Cont'd) 4. HARDWARE CONSIDERATIONS Chapter overview 39 Evaluation and selection 41 Costs 42 Centralized vs decentralized location 44 Site preparation 45 Maintenance 48 Adapting to local requirements 49 Laboratory room management 49 Graphics and other special features 50 Insurance 51 Checklist for hardware 51 5, COMPUTING ACROSS THE CURRICULUM Chapter overview 53 Teachers, software and coarseware 55 Learning about computers 57 Learning with, from and through computers 58 Computer literacy 60 Computers for management 62 Availability of software 62 Cornpatability and portability 63 Software development 65 Software dissemination and information 65 exchange 6. TEACHER EDUCATION AND CURRICULUM DEVELOPMENT Chapter overview 67 National policy on teacher education 69 Pre-service teacher education programmes 70 In-service teacher education programmes 71 Computer literacy and CBL courses 73 for teachers Self-learning systems for teacher education 75 CONTENTS (Cont'd) Programming for teachers 76 Curriculum development 78 Computer education programmes for schools 78 Computer education programmes at the 81 tertiary level Non-formal education
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